Summary
Contents
Subject index
“Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique.” - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field. The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode. The Handbook is organized into four sections, each beginning with a short introduction: • Philosophical, Sociological and Psychological Theories of Learning • Models of Learning • Learning, Curriculum, Pedagogy and Assessment • Learning Dispositions, Life-Long Learning and Learning Environments
Learning and New Media
Learning and New Media
INTRODUCTION
‘Learning’ is the process of coming-to-know, be that the ontogenesis of knowing across the lifespan of an individual person, or the phylogenesis of social knowing. Learning is at times formal – a premeditated agenda in the institutions of education. At other times it is informal – an incidental aspect of lifeworld experience.
‘Media’ bridge the ontogenesis and phylogenesis of knowledge. To return to the etymology of the word, media are middle-objects, conditions or technologies that facilitate human communication, between one and one, one and many, or many or many. Media are agents of cultural ‘between-ness'. They bridge spatial separations, so that people not in each other's immediate ...
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